中心館藏網址 http://tulips.ntu.edu.tw/record=b2222435*cht

[ 摘要 ]
本研究以動機理論中的期望價值模式，探討原住民國中學生之學業自我概念、成就歸因、及學習價值、學習興趣等個人特質因素，是否透過成就動機對學業成就產生影響。研究對象為經由立意取樣所選取的三所花蓮縣國民中學的原住民學生，共251名。他們在研究者自編的「學業自我概念」、「成就動機」、「成就歸因」等結構式問卷的填答情形，經分析後顯示，各個個人特質間均呈顯著正相關。此外，分析結果也顯示，原住民學生不論在成功或失敗的情況下，都傾向做外在歸因甚於做內在歸因。然而，本研究根據期望價值模式所提出的個人特質影響學業成就的路徑，卻未得到支持。本文的最後，除了針對研究結果進行討論之外，也依據分析結果對未來研究上提出建議，並對學校教師在教學、輔導低學業成就學生時提出參考策略。

[ 英文摘要 ]
This study aimed at exploring, through the Expectancy-Value Model, the causal relationship among aboriginal junior-high school students’ academic achievement and their personal attributes. The personal attributes included their academic self-concept, achievement attribution, value placed on learning and learning interest, and achievement motivation. The sample is 251 aboriginal students from three different schools in Hualien area. Their responses on questionnaires items revealed that their academic self-concept, achievement motivation, achievement attribution and value placed on learning were all positively correlated. Also, they tended to attribute both of their academic success and failure more to the external causes than to the internal causes. However, the proposed causal relationship among these personal attributes and academic achievement was not supported. Based on these results, directions for future research were discussed. Also, options to consider in counseling low academic achievers were proposed.